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Learners’ Roles in a Peer Feedback Task : Do They View Themselves as Writers or Reviewers?

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS 바로가기
  • 통권
    Vol.10 No.3 (2013.09)바로가기
  • 페이지
    pp.31-57
  • 저자
    Reina Wakabayashi
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A205000

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원문정보

초록

영어
This study examines EFL learners’ perceptions of peer feedback in writing instruction in the context of a Japanese university. Peer feedback is primarily a variety of input given from one learner to another. In a writing classroom, however, it refers to a dynamic process of reviewing peer texts and discussing one another’s text. Peer feedback is defined here as a collaborative learning task in which learners learn to write through taking the role of both writer and reviewer. In a collaborative learning task, learners are expected to be aware of their roles for active and effective participation in the task. To investigate learners’ perceptions of peer feedback in terms of their roles, a questionnaire survey and follow-up interviews were conducted with a total of 51 students enrolled in two writing classes taught by the author. The results indicates that the students perceived peer feedback to be useful, and that they did so more from the writer’s stance than the reviewer’s. Pedagogical implications include: (1) the roles of reviewer and writer should be explicitly taught and guided; (2) peer feedback task instruction should focus on meaning-level revision; and (3) the functions of peer feedback and teacher feedback should be clearly distinguished.

목차

Abstract
 INTRODUCTION
 METHOD
  Participants
  Class Procedure
  Data Collection
  Data Analysis
 RESULTS
  Questionnaire
  Follow-Up Interviews
 DISCUSSION
 CONCLUSION
 THE AUTHOR
 REFERENCES
 APPENDIX

키워드

EFL writing peer feedback learner stance learner perception

저자

  • Reina Wakabayashi [ Dokkyo University, Japan ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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